Faculty Publications

Functional Life Skills, Academic Skills, And Friendship/Social Relationship Development: What Do Parents Of Students With Moderate/Severe/Profound Disabilities Value?

Document Type

Article

Keywords

families, friendship, functional skills, instructional objectives, mental retardation, parents, school age

Journal/Book/Conference Title

Research and Practice for Persons with Severe Disabilities

Volume

17

Issue

1

First Page

53

Last Page

58

Abstract

A pilot study was conducted to verify empirically the educational activity preferences of 68 parents of students with moderate and severe/profound mental disabilities. Parents were surveyed to determine the relative value they place on the three areas of functional life skills, academic skills, and friendship/social relationship development in the educational programs of their sons/daughters. Parents of students with moderate disabilities rated functional life skills most highly, while parents of students with severe/profound disabilities rated friendship/social relationship development most highly. Furthermore, parents of students with moderate disabilities rated each curricular area as more important than did parents of students with severe/profound disabilities. © 1992, TASH. All rights reserved.

Department

Department of Educational Psychology and Foundations

Department

Department of Special Education

Original Publication Date

1-1-1992

DOI of published version

10.1177/154079699201700110

Link to Full Text

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